Overview
This unit provides you with the opportunity to consolidate and apply all of the knowledge, skills and attitudes developed during your learning journey in the course, particularly with regard to human factors, occupational health and hygiene, safety science, and risk management. The unit also develops theoretical and methodological knowledge to allow you to evaluate the evidence that will inform your professional practice. There is a specific emphasis on developing higher order skills and understanding which are representative of the holistic application of core skills that occurs when a professional understands the interaction between disciplinary domains in solving complex problems.
Details
Pre-requisites or Co-requisites
Prerequisites: N6638 Safety in Complexity and N6652 Safety Regulation and Management Co-requisite: SAFE20011 Exposures and Health Risk, SAFE20017 Human Factors in Complex Systems and N6672 Hazard Management and Risk Control
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE Unit Comments Report
Clearer instructions in regards to the use of templates to complete assessment tasks has been requested (i.e. accompanying instructions as to their use/completion).
The provision of templates will be accompanied by instructions as to their completion in the next term this unit is offered.
Feedback from SUTE Unit Comments Report
The volume of supporting resources and readings provided in revision materials for the Occupational Hygiene and Human Factors topics for use in the assessment tasks has been has been noted as excessive and unnecessary.
Additional resources that are not essential to the completion of specific assessment tasks will be identified as optional additional resource/readings, or will be removed from Moodle.
- Select and apply tools and techniques to analyse human factors, occupational health, hygiene and other complex problems.
- Design risk management strategies for a variety of settings.
- Manage and lead OHS professional practice teams.
- Select, evaluate and apply appropriate research methods to analyse complex problems in safety science.
- Analyse, critique and present contemporary OHS issues and research in safety science.
- Evaluate the evidence base to support practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Written Assessment - 30% | ||||||
| 2 - Portfolio - 70% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Knowledge | ||||||
| 2 - Communication | ||||||
| 3 - Cognitive, technical and creative skills | ||||||
| 4 - Research | ||||||
| 5 - Self-management | ||||||
| 6 - Ethical and Professional Responsibility | ||||||
| 7 - Leadership | ||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
There are no required textbooks. Students will be provided with access to online readings available in the CQUniversity library.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
f.bogna@cqu.edu.au
Module/Topic
• Introduction & unit outline
• Preparing for the Virtual Residential
• OHS Self-reflective mapping against INSHPO framework.
Chapter
International Network of Safety and Health Practitioner Organisations (INSHPO) 2017, The Occupational Health and Safety Professional Capability Framework: A global framework for practice, International Network of Safety and Health Practitioner Organisations (INSHPO), Park Ridge, Il, USA.
Pryor, P, Provan, D, Casey, T & Hu, X 2021, 'The Generalist OHS Professional: International and Australian Perspectives' (2nd edn), in Australian Institute of Health & Safety (AIHS), The Core Body of Knowledge for Generalist OHS Professionals, Tullamarine, VIC.
Ramsay, J & Hartz, W 2017, 'Model Curriculum for OSH: Key to Becoming a Profession', Professional Safety, vol.62, no.7, pp. 40-51.
Events and Submissions/Topic
Module/Topic
Preparing for the Virtual Residential – Risk Refresher
Chapter
OHS Body of Knowledge
Ch 15 - Hazard as a concept
Ch 31 - Risk
Essential reading
Standards and Codes of Practice Standards Australia 2018, Risk management – Guidelines (AS ISO 31000: 2018), Standards Australia, Sydney.
Standards Australia, Standards New Zealand & International Electrotechnical Commission (AS/NZS IEC) 2020, Risk Management – Risk Assessment Techniques (AS/NZS IEC 31010:2010), Standards Australia, Sydney.
Safe Work Australia 2018, How to manage work health and safety risks Code of Practice, Safe Work Australia.
Recommended reading
Ch 31.2 - OHS risk and decision making
Ch 34.1 - Control: Prevention and intervention
Other resources provided in Moodle.
Events and Submissions/Topic
Module/Topic
Preparing for Virtual Residential school - Human Factors refresher
Chapter
OHS Body of Knowledge
BoK Ch 12 Human biological systems
BoK Ch 13 Human psychological principles
BoK Ch 14 The human principles of social interaction
BoK Ch 16 Hazard biomechanical
BoK Ch 19 Stress – Psychosocial hazards
BoK Ch 20 Fatigue
BoK Ch 34.1 User centric safe design approach to control
BoK Chapter 34.2 Introduction to user-centered safe design
BoK Chapter 34.3 Health and safety in design
BoK Chapter 34.4 Design of work
Other resources provided in Moodle.
Events and Submissions/Topic
Module/Topic
Preparing for Virtual Residential school - Hygiene refresher
Chapter
OHS Body of Knowledge
BoK Chapter 7.1 The Human: As a biological system
BoK Ch 12 Human biological systems
BoK Chapter 17.1 Chemical hazards
BoK Chapter 18 Biological hazards
BoK Chapter 33 Models of causation: Health determinants
BoK Chapter 35 Mitigation of health impacts
Supplementary Textbook
Reed, S, Pisaniello, D & Benke G 2020, Principles of Occupational Health and Hygiene: An Introduction, 3rd ed., Allen & Unwin, Sydney (available from CQUniversity library).
Other resources provided in Moodle.
Events and Submissions/Topic
Module/Topic
Workshop for Virtual Residential School - Expectations and undertaking practical activities in the workplace.
Chapter
A Residential School Workbook for this week is provided in Moodle.
Events and Submissions/Topic
Module/Topic
Completion of practical activities in the workplace (if required)
Chapter
Events and Submissions/Topic
Module/Topic
Risk Debrief and reporting (from practical activity completed as part of the Virtual Residential)
Chapter
Resources in Moodle
Events and Submissions/Topic
Module/Topic
OHS Practice (role of the OHS Professional)
Chapter
OHS Body of Knowledge
BoK Chapter 37 Introduction to practice as a concept
BoK Chapter 37.2 A problem solving model of OHS practice
BoK Chapter 37.4 Workers Working from Home
Events and Submissions/Topic
Module/Topic
Human Factors debrief and reporting (from practical activity completed as part of the Virtual Residential)
Chapter
Resources in Moodle
Events and Submissions/Topic
Module/Topic
Ethics and Professional Practice
Chapter
OHS Body of Knowledge
BoK Chapter 38.3 Ethics and Professional Practice
Reflective Practice (Australian Institute of Health and Safety)
https://www.aihs.org.au/
Code of Ethics (Australian Institute of Health and Safety)
https://www.aihs.org.au/
Events and Submissions/Topic
Module/Topic
Occupational hygiene debrief and reporting (from practical activity completed as part of the Virtual Residential)
Chapter
Resources in Moodle
Events and Submissions/Topic
Module/Topic
OHS Research: OHS Self- reflective mapping against INSHPO framework
Chapter
Body of Knowledge
BoK 39.1 The OHS professional as a critical consumer of research
Fan, D, Zhu, C.J., Timming, A.R., Su, Y, Huang, X & Lu, Y 2019, ‘Using the past to map out the future of occupational health and safety research: where do we go from here?’, The International Journal of Human Resource Management, vol.31, no.1, pp. 90-127.
Events and Submissions/Topic
Module/Topic
Independent Study
Chapter
International Network of Safety and Health Practitioner Organisations (INSHPO) 2017, The Occupational Health and Safety Professional Capability Framework: A global framework for practice, International Network of Safety and Health Practitioner Organisations (INSHPO), Park Ridge, Il, USA.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The residential school for this term will be conducted virtually, due to limited student enrolments and consequent constraints on costs and logistics in conducting a residential on-campus. Practical assessments will require completion in the student's own workplace or another workplace. This will be established with each student by the unit coordinator.
1 Written Assessment
The International Network of Safety and Health Practitioner Organisations (INSHPO) has established a Global OHS Capability Framework to provide greater clarity for OHS professionals by defining levels of practice, roles and what capabilities, knowledge and skills they would require to be effective. The Capability Framework defines and details the
activities, knowledge and skills the OHS professional may be expected to have in order to advise and manage OHS in the
organisation.
Your task is to undertake a reflection and gap analysis of your role or future role as an OHS professional across the fields of ‘Activities’, ‘Knowledge’ and ‘Skills’ as presented in the Global OHS Capability Framework to determine your current position within each band of criteria as prescribed in the Framework.
Use the template provided in Moodle for this and based on the analysis, identify the gaps or areas for improvement that you may have within each of these fields, based on your current and potential future roles as an OHS Professional.
1. Complete the table in the template for each item of criteria listed, across all three fields of ‘Activities’, ‘Knowledge’ and ‘Skills’.
2. Reflect on these results and provide a discussion on where your strengths lie and identified opportunities for improvement in your professional practice (800-1000 words).
3. Outline an Action Plan that will help you develop as an OHS Professional for the future (table format, no word limit). The capability framework can be found here: https://www.inshpo.org/storage/app/media/docs/INSHPO_2017_Capability_Framework_Final_V2.pdf.
Review/Exam Week Monday (7 Oct 2024) 11:59 pm AEST
Exam Week Friday (18 Oct 2024)
A detailed assessment matrix for the completion of the table representing the fields of ‘Activities’, ‘Knowledge’ and ‘Skills’ as prescribed in the Global OHS Capability Framework will be provided on the Moodle site and explained during the term and during the residential school. In summary, students will be assessed on their completion of the table across all fields of ‘Activities’, ‘Knowledge’ and ‘Skills’, and the provision of a cogent reflection based on these entries that translate into an Action Plan that can be used for future professional practice.
This will incorporate the following criteria:
1. Identification of strengths in own professional practice.
2. Identification of gaps in own professional practice.
3. Critical thinking that incorporates connections between tacit assumptions and the capability framework
4. Evaluate one's own current professional practice, expressed through reflexive dialogue.
5. Design strategies and targets to bridge gaps in professional practice, where required.
6. Practicality of items recorded for further attention in the Action Plan.
7. Written expression appropriate to the reflection (grammar, punctuation, references if relevant).
- Select, evaluate and apply appropriate research methods to analyse complex problems in safety science.
- Analyse, critique and present contemporary OHS issues and research in safety science.
- Evaluate the evidence base to support practice.
2 Portfolio
During the Virtual Residential school, you will be working to collect initial data to complete risk management, human factors and occupational hygiene tasks at your workplace or another workplace. These tasks will be advised in the residential school preparation sessions and relevant documentation provided on the Moodle site. Each student will present the results in individual technical reports. Each student must submit the following three (3) documents:
1. Risk management report (25%) - to be submitted by Monday of Week 7 (26/8/2024) at 11.59pm
2. Human factors report (25%) - to be submitted by Monday of Week 9 (9/9/2024) at 11.59pm
3. Occupational hygiene report (20%) - to be submitted by Monday of Week 11 (23/9/2024) at 11.59pm.
Week 11 Monday (23 Sept 2024) 11:59 pm AEST
Review/Exam Week Monday (7 Oct 2024)
The detailed assessment matrices for each report will be provided on the Moodle site and explained during the term. In summary, students will be assessed on their demonstration and application of risk, human factors and occupational hygiene knowledge, skills and tools using the following criteria:
1. Problem definition
2. Explanation of methodology
3. Application of technical knowledge to real-life situations
4. Critical thinking through discussion and findings
5. Practicality of recommendations
6. Accuracy when following instructions and completing tools, forms and worksheets
7. Professionalism
8. Professional report formatting suitable for submission to a client
9. Written expression appropriate to a professional report
10. Well supported with relevant authoritative sources that are appropriately referenced.
- Select and apply tools and techniques to analyse human factors, occupational health, hygiene and other complex problems.
- Design risk management strategies for a variety of settings.
- Manage and lead OHS professional practice teams.
- Select, evaluate and apply appropriate research methods to analyse complex problems in safety science.
- Evaluate the evidence base to support practice.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
